Cincinnati teachers who receive high ratings from trained observers also have high value-added scores, concludes a study by Harvard, Stanford and Brown researchers reported in Education Next.
The 10-year-old Teacher Evaluation System (TES) includes three observations by a an experienced teacher from outside the school and one by a school administrator. Evaluators and administrators must complete an intensive training course and accurately score videotaped teaching examples.
Teachers’ scores on the classroom observation components of Cincinnati’s evaluation system reliably predict the achievement gains made by their students in both math and reading. These findings support the idea that teacher evaluation systems need not be based on test scores alone in order to provide useful information about which teachers are most effective in raising student achievement.
TES evaluate all first-year teachers and fourth-year teachers up for tenure. After that, teachers are evaluated every fifth year. Teachers may volunteer for TES to earn the high scores needed to qualify as a lead teacher or TES evaluator.
Teacher Beat looks at the push to devise teacher evaluation systems.